CHAPTER 4: PRESENTATION AND INTERPRETATION OF DATA
4.3 Categories
Categories are formed according to interview units from each group of respondents. According to Macmillan and Schumaster (2003), categories represent the meaning of a similar topic. Once the researcher had coded all the data, she counted, for example, the numbers of respondents/educators strongly agree that attendance of learners and attitude towards Mathematics and Physical Science affects the academic performance of Grade 12 learners as shown on the following tables.
Table 4.3.1 Conduct of learners
Category A
• Learners have negative attitudes towards Maths and Science, and need to be motivated.
• Learners do not attend school regularly.
• Learners are not motivated at home.
• Learners are not committed.
• Learners fail most of the subjects because they do not understand English as a medium of instruction.
47
Table 4.3.2 Codes that show code of conduct for learners
Code No. of educators who
agree No. of educators who
disagree
LMNS 17 3
LS 14 6
LM 15 5
LC 20 0
LFE 13 7
From the above tables on the conduct of learners, the researcher is able to identify factors affecting the academic performance of Grade 12 learners in Mogalakwena Circuit through educators’ response on conduct of learners in learning. A strong belief is that conduct of learners affects academic performance.
48
Table 4.3.3 Conduct of educators
Category B
• Educators are ill disciplined.
• Educators are not committed.
• Educators are not exemplary to learners.
• Educators are twining to well perform schools.
• Teamwork is not strengthened at schools.
• Educators attend Union activities during working hours.
• IQMS is not implemented.
• Maths and Science educators do not motivate learners towards the subjects
Table 4.3.4 Codes that show code of conducts for the educators
Code No. of Educators who
agree
No. of Educators who disagree
EIU 10 10
EC 12 8
EE 16 4
ET 12 8
TWS 14 6
49
The above tables on conduct of educators, shows that lack of commitment from the educators affect academic performance at school. Educators at school are not exemplary to learners more so that teamwork is not strengthened in most of the schools.
Table 4.3.5 Parental involvement
Category C
• Parents are not actively involved.
• Parents are not trained and informed towards education of their learners.
• Parents do not encourage learners to attend school.
EUW 20 0
INI 18 2
MSDL 10 10
50
Table 4.3.6 Codes that show Parental involvement
Code
No. of Educators who agree
No. of Educators who disagree
PI 17 03
PD 20 00
PDL 15 05
The information from the response from an interview process on parental involvement is that parents are totally not involved in school matters, which is another factor that affects the academic performance of learners.
51
Table 4.3.7 Monitoring and support by managers Category D
• Monitoring support is not strengthened by the department.
• Curriculum advisors are not well equipped.
• Disciplinary measure for learners is not in place.
• Employment is characterized by nepotism.
• Principals are not managing the schools and do not encourage the educators to further their studies.
• Training and workshop of learners are insufficient.
52
Table 4.3.8 Code that show monitoring and support by managers
Code No. of Educators who
agree No. of Educators who
disagree
MSD 16 04
CE 14 06
DP 20 00
EN 12 08
PM 12 08
TI 14 06
53
Through interview as a technique of gathering data, the researcher manages to identify that non-commitment of supervisors, starting from the Circuit Managers up to Head of Department of Education do not know what is exactly happening at most of the schools especially at Mogalakwena Circuit.
54 25%
25%
50%
Yes No
Don't Know
Fig: 4.3.5 The response of educators concerning the Circuit Managers’
visit to schools to offer support.
From the above chart, 50% of educators are clueless about the Circuit Manager’s visit to schools in giving support and 25%says there is support granted while the other 25% are denying that. It leaves a debate whether the Circuit Managers is offering support to schools where it is needed or not.
The researcher used correlations to describe the relationship between variables.
Correlations estimate the extent to which the changes in one variable are associated with changes in other variable. A positive correlation reflects a direct
55
relationship- one in which an increase in one variable corresponds to an increase in another variable (Welman and Kruger 2000).
4.4 Interpretation of data on tables 4.3.1-4.3.4
In this study the researcher explains the findings as they appear in their categories. In Category A, most of the educators agreed that the learners have a negative attitude towards learning, particularly Mathematics and Physical Science subjects. They also indicated that high failure rate is caused by failing English as a medium of instruction as most of the learners can hardly speak and understand English. All educators agreed that learners are not motivated.
Category B reveals that conduct of educators is not in line with SACE. They attend Union activities during working hours which shows less commitment to their duty.
There is an indication that most of them twin with the high performing schools to gain more knowledge.
Category C reveals that parents are not involved. Parental involvement is important when parents encourage their children to attend school regularly, to be punctual with school activities and also communicate with educators on matters pertaining to their children’s progress at schools. Teacher-parent relationship promotes the culture of teaching and learning in schools. The category shows the
56 90%
0% 10%
Yes No
Don't Know
gap between school and home. Parents do not have knowledge of what is happening at the schools where their children are attending.
Category D reveals that the departmental officials at high levels do not strengthen monitoring and support. There is lack of supervision as the principals have neglected their duties of managing. Appointment in promotional post is based on favoritism.
Fig. 4.4.1 The impact of learner absenteeism on learner performance
The pie chart shows the impact of learner absenteeism on leaner performance.
The above pie chart is an indication of the response to the questions which were addressed to the educators as to whether absenteeism affects academic performance. Ten percent did not know while 90% agreed that it has an impact on the academic performance of learners.
57